The Relationship Between Pupils' Learning Motivation,Self-efficacy And Academic Achievement And Its Intervention Study

In the field of educational psychology,research on learning motivation and academic achievement has been rich.Learning is the main task of primary school students.Learning motivation can promote learning behavior on the one hand,and it is a vital manifestation of one's physical and mental development on the other hand,especially for students,it is the source of learning life and the key to mental health.Therefore,cultivating and stimulating students' learning motivation is the top priority of educators and is closely related to the teaching goals.The self-efficacy of primary school students is mainly based on academic self-efficacy.Students' academic self-efficacy is the potential motivation for students to correctly understand themselves and develop themselves.Today,in the 21 st century,China promotes quality education,in order to promote the development of school education in a more rational direction,study the relationship between primary school students' learning motivation and academic achievement,and the role of self-efficacy in the relationship between the two,and become a better understanding.It is an important content of primary school students' learning psychology.The current research on the relationship between primary school students' motivation,academic achievement and self-efficacy is relatively small.In this study,primary school students were used as subjects to examine the characteristics of primary school students' self-efficacy and their relationship with learning motivation and academic achievement,thus enriching existing research.In this study,515 primary school students were selected from a primary school in BaoDing,HeBei Province,and the “Learning Motivation Scale”designed by Yu Anbang and the “Study Self-Efficacy Questionnaire” compiled by Liang Yusong and Zhou Zongkui were used to investigate and collect the most recent large-scale examination.Results and statistical analysis.According to the survey results,students with low self-efficacy scores were selected to form experimental and control groups.The experimental group was given 1 class of lessons per week(40 minutes)for a total of 8 hours of course intervention,and no action was taken for the control group.After the intervention course,the two groups were post-tested to examine the effectiveness and value of the intervention course.The main conclusions are as follows:(1)In terms of academic self-efficacy,the self-efficacy and learning behavioral efficacy of the only child's learning ability is significantly higher than that of the non-only child.(2)In terms of learning motivation,the motivation for learning in the fourth grade is significantly lower than that in the fifth grade;the motivation for learning in the fifth grade is significantly higher than that in the sixth grade.(3)Academic performance has a significant regression on learning motivation and academic self-efficacy.Academic motivation and academic self-efficacy can significantly predict academic performance.(4)The effect of academic self-efficacy on learning motivation and academic achievement is significant,that is,learning opportunities affect academic performance,and self-efficacy plays a regulatory role.(5)Through the intervention course,students' learning motivation,academic self-efficacy and academic achievement are improved.The design of intervention activities is effective and has a positive effect on the development of primary school students' learning psychology.